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題名 | 國民小學教師專業自主與教師效能之研究=A Study of Teachers' Pofessional Autonomy and Teacher Efficacy in Elementary School |
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作者 | 郭淑珍; Kuo, Shu-chen; |
期刊 | 新竹師院學報 |
出版日期 | 20031200 |
卷期 | 17 民92.12 |
頁次 | 頁23-50 |
分類號 | 523.35 |
語文 | chi |
關鍵詞 | 國民小學; 教師專業自主; 教師效能; Elementary school; Teachers' professional autonomy; Teacher efficacy; |
中文摘要 | 本研究旨在瞭解國民小學教師專業自主與教師效能的內涵、現況與關係;探討不同背景變項在教師專業自主及教師效能的差異;最後探討預測教師效能的變項及其影響力。 本研究採問卷調查法,以桃竹苗地區四縣市國民小學教師為研究對象,研究工具含教師專業自主量表、教師效能量表二種,分別以描述分析、t考驗、變異數分析、積差相關分析、典型相關分析、多元逐步迴歸分析等統計方法,對資料進行分析,研究重要發現如下: 一、國民小學整體教師專業自主及四個分向度(一般教學效能、個人教學效能)程度良好。 二、國民小學教師效能及二個分向度(一般教學效能、個人教學效能)程度良好。 三、國民小學教師性別、最高學歷、服務年資、擔任職務、學校規模、學校所在地區等背景變項,在教師專業自主量表上有顯著差異;而是否參加教師會,在教師專業自主量表上則無顯著差異。 四、國民小學教師性別、最高學歷、服務年資、擔任職務、學校規模、學校所在地區等背景變項,在教師效能量表上有顯著差異;而是否參加教師會,在教師效能量表上則無顯著差異。 五、國民小學教師專業自主與教師效能具有顯著正相關。 六、國民小學整體教師專業自主與享有專業自由、參與組織決策、免於外力干預、維持專業品質四分向度皆對教師效能具有正向的預測作用。 最後,根據研究結果提出具體建議,以作為教育行政主管機關、國民小學行政、國民小學教師及未來相關研究之參考。 |
英文摘要 | The purpose of this study was to understand contents, current status and relationships of teachers' professional autonomy and teacher efficacy in elementary school. Secondary, to compare differences between background variables respect to school teachers' professional autonomy and teacher efficacy in elementary school.. Lastly, to probe into forecast variables and influence for teacher efficacy. This investigation was based on questionnaire survey. The targets of this study are Tao-yuan, Hsin-chu, and Miao-li four citys which county's elementary school teachers. Two survey instrument were develop in the research including School Teachers' professional autonomy Inventory and Teacher efficacy Inventory. each of them were processed by statistical methods such as “Descriptive Statistics”, “T-Test” , “One-Way ANOVA” , “Analysis of Product-Moment Correlation” , “Canonical Correlation Analysis” , “Stepwise Multiple Regression Analysis”. Following are major study outcomes: 1. The entirety teachers' professional autonomy and 4 sub-directions (enjoy professional freedom, participate organization decision-making, be free of external interruption, and keep profession quality) in elementary school are tending positive values and well degree. 2. The entirely teacher efficacy and 2 sub-directions (general teaching efficacy, personal teaching efficacy) in elementary school are well degree. 3. The background variables such as sex of teachers, top academic background, year for servicing, position, scale, locations, in elementary school shows major difference on School Teachers' professional autonomy Inventory, but if there is an association of teachers shows no major difference on the same inventory. 4. The background variables such as sex of teachers, top academic background, years for servicing, position, scale, locations, in elementary school shows major difference on Teacher efficacy Inventory, but if there is an association of teachers shows no major difference on the same inventory. 5. Teachers' professional autonomy and teacher efficacy in elementary school possess major positively correlated. 6. The values of the entirety teachers' professional autonomy and 4 sub-directions which are “enjoy professional freedom” , “participate organization decision-making” , “be free of external interruption”, and “keep profession quality” in elementary school are positive toward prediction for teacher efficacy. Finally, to bring up some concrete suggestions according to the study outcomes as references for governmental institution for education, elementary school administration, elementary school teachers and correlated study in the future. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。